Queering Education: Pedagogy, Curriculum, Policy
The call for proposals for this special issue of the Occasional Paper Series (OPS) was conceived in a moment of possibility and hope among advocates for LGBTQ+ youth during the summer of 2015, when the Supreme Court had just decided the case that allowed same-sex marriage to be recognized in all 50 states and at the federal level. This move led LGBTQ+ people, especially those in more conservative regions of the country or outside of large urban areas, to believe that they could call on legal powers to protect their families, jobs, housing, or relationships. They hoped that the random, bureaucratic violence and harassment they sometimes encountered might be avoided. And they looked forward to proudly announcing their existence, knowing that they could not be legally turned away. The OPS Call for Papers asked authors to imagine what might happen in schools now if a basic legal acknowledgment of LGBTQ+ equality was written into law.
Missing Persons’ Report! Where are the Transgender Characters in Children’s Picture Books?
Ashley Lauren Sullivan and Laurie Lynne Urraro
Teaching Trans*: Transparent as a Strategy in English Language Arts Classrooms
Joseph D. Sweet and David Lee Carlson
“It’s Non-Existent”: Haunting in Trans Youth Narratives about Naming
- Darla Linville
Darla Linville is an Assistant Professor of Educational Foundations at Augusta University in Augusta, Georgia. She studies the discourses around sexuality and gender in schools in the United States, and the experiences of LGBTQQ youth with education. She actively advocates for LGBTQQ youth in schools and in communities and has published several articles about LGBTQQ youth and young adult literature.